Neural Coding and Synaptic Transmission: Participation Exercises for Introductory Psychology

We present two simulations of neural transmission for use in an Introductory Psychology class. These simulations illustrate the complex coding properties of a single neuron, especially how excitatory and inhibitory postsynaptic potentials accumulate to produce an action potential. A follow-up exercise, using the framework of the simple children's game Musical Chairs, illustrates synaptic transmission, including the effects of psychoactive drugs at the synapse.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

Graph-Theoretic Confirmation of Restructuring During Insight

The “flash of insight” sometimes observed in problem solving and in scientific discovery has been thought to be due to a sudden cognitive restructuring of the problem situation Direct confirmation of restructuring has been difficult without an independent procedure for determining cognitive structure Graph structures were derived from judgments of concept relatedness made by subjects who had an insight and by several groups who either did not or could not have the insight The graphs of the solvers differed from the graphs of subjects who tried and failed, those who listened to the solvers, and those who were given the solution When other subjects in a subsequent experiment repeatedly judged similarity of pairs of concepts, there was evidence that those connections critical to the new cognitive order were targeted long before there was the breathtaking cognitive reorganizationYeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

When and Why Do Controllers Mark Flight Progress Strips? a Look at Live Traffic

Subject matter experts were employed to record observations of flight progress strip marking across 5 en route ATC facilities. Approximately 220 hours of ATC observations were recorded establishing a group of high frequency/high importance markings. These markings were perceived by controllers to provide performance benefits through externalizing memory and communication. The results are discussed in relation to possible electronic alternatives to flight progress strips.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

Evidence-Based Human Factors Guidelines For Powerpoint Presentations

For decades, the vehicle of choice for idea transfer has been Microsoft\u27s PowerPoint. PowerPoint gives the orator a plethora of options in the design of a presentation. Choosing configurations for the most effective presentation can prove daunting, and even professional presentations bear witness to the difficulty of choosing wisely. Guidelines based on a collection of basic human factors/ergonomics principles and a few empirical studies are presented for effective PowerPoint presentations. © 2011 Human Factors and Ergonomics Society

Human Factors as both the Embodiment of and Potential Solution to a Broken System of Science

The objective of this panel was to discuss issues critical to the modern practice of science, with a specific focus on how we train students to operate within a system that often slows scientific innovation. Chris Brill provided opening remarks to frame the discussion and introduce the panelists. Ben Lawson briefly summarized the most significant problems affecting modern science and how they limit discovery, stifle innovation, and reduce quality. The remaining panelists then provided brief opening remarks in response to Lawson\u27s summary. Specifically, Frank Durso addressed how the current research and funding environments affects student training and career advice. Peter Hancock addressed how risk-averse sponsors and business models prohibit innovative research. Scott Shappell discussed how different Human Factors and Ergonomics (heretofore referenced as HF/E) career paths lead people to and from their roles as scientists. Specifically, he discussed how to prepare students for flexibility in the changing landscape of the business of science. The panel then turned to facilitated discussion with panelists and audience members. Specific themes included the business of science in relation to educational practices, the applied nature of HF/E training within the scientist/practitioner model, and implications of short-term funding schedules on education and research practices. The panel concluded by discussing how HF/E scientists/practitioners may be uniquely qualified to offer potential solutions to the above problems from educational and systemic perspectives

Human Factors As Both The Embodiment Of And Potential Solution To A Broken System Of Science

The objective of this panel was to discuss issues critical to the modern practice of science, with a specific focus on how we train students to operate within a system that often slows scientific innovation. Chris Brill provided opening remarks to frame the discussion and introduce the panelists. Ben Lawson briefly summarized the most significant problems affecting modern science and how they limit discovery, stifle innovation, and reduce quality. The remaining panelists then provided brief opening remarks in response to Lawson\u27s summary. Specifically, Frank Durso addressed how the current research and funding environments affects student training and career advice. Peter Hancock addressed how risk-averse sponsors and business models prohibit innovative research. Scott Shappell discussed how different Human Factors and Ergonomics (heretofore referenced as HF/E) career paths lead people to and from their roles as scientists. Specifically, he discussed how to prepare students for flexibility in the changing landscape of the business of science. The panel then turned to facilitated discussion with panelists and audience members. Specific themes included the business of science in relation to educational practices, the applied nature of HF/E training within the scientist/practitioner model, and implications of short-term funding schedules on education and research practices. The panel concluded by discussing how HF/E scientists/practitioners may be uniquely qualified to offer potential solutions to the above problems from educational and systemic perspectives